So in a garbled, tacked-on-to-the-start-of-the-staff-meeting speech, I’ve managed to introduce my new role as Research Champion (name change pending) to most of the staff at our school. I thought it might be useful to set out in writing how I see my role and how I hope it will develop following all the ResearchEd conferences, but particularly Saturday’s national conference.
The role of ‘research champion’ in schools is fairly new – certainly on any sort of scale. So new in fact that the title is still under discussion, as it turns out most of us think ‘Champion’ sounds a bit silly. When I muscled my way into the role last summer I asked to be Research Champion because that was the term I had seen bandied about online and at the ResearchEd events. I have a few projects on the go in school and my hope is that having an official title (and mention in the operational handbook) will give what I have to say a bit of clout.
Over the past six months there have been more and more people taking on in-school research roles and everyone is at different stages and doing different things. A suggestion was made on Twitter that it might be useful to form a network and to use the ResearchEd 2014 national conference to meet and discuss our roles over lunch. A fine idea; I said I was in. It turned out to be a rather surreal affair – suspended in a glass box above all the other conference attendees, with the great and good of education and me. Others have blogged about the lunch and to be honest, in the whirlwind of it all I don’t think I can remember it all too well, so I’ll brush over it. I did however choose my programme on Saturday with championing research in mind.
Having read several articles and blog posts recently, I have decided what I want my role to be about and not about. This is for both my own clarity of position and that of my colleagues who I really don’t want to scare off. This is what I came up with:
It is about: quality/ evaluation/ empowering/ expertise/ networking/ scepticism/ familiarity of research methods/ engagement/ consuming and producing research.
It is not about: scrutiny/ accountability/ politics/ ‘tainted ideology’/ everyone doing research.
I see my key role as facilitating access to research, encouraging an environment of critical evaluation and reflective practice, creating links between the school and researchers, and helping to provide ways that our school can be part of research. So this is my plan so far:
Closing The Gap: Test and Learn
My enthusiastic leaps following the first ResearchEd gig prompted our Executive Head to put me forward to lead on this. CtG is a scheme from the National College of Teaching and Leadership providing grants to schools within a teaching school alliance to take part in a series of RCTs. These have to focus on ‘Closing the Gap’ in literacy and numeracy. I won’t go into vast amounts of detail, but our school was allocated Lesson Study. This was piloted last year and at some point in the near future I hope to find out what will be expected of me.
In June I attended an event at Swiss Cottage Development and Research Centre focusing on developing research in special schools and nurseries. This was organised by CfBT and we worked through the possibilities of starting our own research and were provided with practical advice to having a small cohort, accessibility of post/pre-tests etc. Hopefully this will prove to be a continuing network and as I scribbled in my notes for the day, they have some money to spend and non-CtG schools are welcome to join in if interested.
One of the things I have been keen to do is create links with our local universities. I started by looking through the biographies on the University of Nottingham’s website and found someone I thought might be both valuable to us and us to them. The name was familiar and it turns out he was a governor a while back, so I emailed him. I now have a contact, a free course on restorative approaches for two staff, and we have re-engaged with their student volunteer programme. Sometimes a brazen emails work wonders.
Howard, my husband, works for the NHS and whilst his job isn’t clinical, his office is opposite the room where they hold their monthly journal club. He has always encouraged me to start one at school and I’m hoping this can become a reality soon. The hospital journal clubs are held every 4-6 weeks but in between this they hold patient case reviews in which they apply the knowledge covered in journal club to individual cases. I’m planning that this could be a feature of the way we use journal clubs in schools eventually.
After announcing it as a proposal in the staff meeting I have had a couple of people express their interest, including one person who was unsure as they might not be ‘academic enough’. I really hope this isn’t too common a feeling and I can open this up to everyone as I see that as the main reason for the whole job.
Introduce EEF and ResearchEd Websites
My first moves are going to be introducing the EEF and ResearchEd websites. I mentioned them briefly in my hasty introduction to staff but I will make a point of going round and showing people individually. As a taste of what this is all about, they are clear and undaunting sources that will get people interested. I haven’t settled on an article for our first journal club yet, but I am contemplating using some of the EEF reports to kick us off before delving into something more intensive.
I’m also hoping to be able to contribute some things to the ResearchEd website. I’ve sent emails anyway.
I won’t go into much analysis of my day at the conference but I should mention the sessions I attended.
- Session 1: Prateek Buch – Evidence Matters – getting the public and the teaching profession to stand up for evidence in the classroom.
- Session 2: John David Blake – What’s class got to do with it? Education research in the UK is obsessed with class.
- Session 3: Michael Cladingbowl and Sean Harford interviewed by Andrew Old.
- Session 4: Martin Robinson – The teacher and researcher: the time has come to talk of many things…
- Lunch of Champions
- Session 5: Toby Greany and Chris Brown – Schools, universities, evidence and partnerships: Getting it all to work.
- Session 6: Wayne Holmes – The lure of the next miracle cure. Thinking about the evidence base for educational technology.
- Session 7: Rebecca Allen (and the House of Cards man whose name I didn’t write down) – Can teacher journal clubs improve classroom practice?
- Pub session: Several pints of real ale and a few lovely chats with some lovely people before winding our way home.
There were clashes with almost everything I fancied seeing so I’ll be an avid viewer of the filmed sessions.
Some things I learnt:
- If you are reporting about impact of social class, have a good definition of social class. Also, one of the best differences between ResearchEd and a normal INSET is the chance of witnessing academics having a scrap.
- Scientific rhetoric is everywhere and we need to be careful about how we present the research agenda in schools.
- School-university parnerships need a bit of work.
- Journal clubs are proven to work in medicine for a number of reasons so let’s give ’em a go in education.
- Everyone loves a flashy pen.
Some things for next time:
- A journal club focus with smaller, seminar style sessions would be great.
- Larger print on name badges.
- A couple of blank pages in the programme for notes.
- More drinks (not necessarily real ale).
There are exciting times ahead for ResearchEd and I think they’ll be some exciting times for me too. I’m looking forward to seeing where all this takes us.